In recent years, effective support methods for children who have difficulty in reading have been proposed. However, the implementation of concrete support that applies these theories is still insufficient in elementary schools, and it is necessary to combine theory and practice for supporting reading by elementary school students. In this paper, we reviewed the assessment of cognitive functions and reading situations related to reading, and guidance for children with reading difficulties, and examined the applicability of these assessments and guidance to lower grades of elementary school.
雑誌名
鳴門教育大学学校教育研究紀要
雑誌名(英)
Bulletin of Center for Collaboration in Community Naruto University of Education
巻
34
ページ
55 - 63
発行年
2020-02
出版者
鳴門教育大学地域連携センター
出版者(別表記)
Center for Collaboration in Community, Naruto University of Education
小学校低学年の読みのアセスメントと指導
ga34008.pdf
(1.2MB)
